The Mathematics instructional leader: What a difference crucial conversations make

Conference item

Lamb, Janeen, Diezmann, Carmel and Fox, Jillian. (2015). The Mathematics instructional leader: What a difference crucial conversations make. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 333 - 340
AuthorsLamb, Janeen, Diezmann, Carmel and Fox, Jillian
Abstract

The aim of this study was to investigate the role of the instructional leader when introducing digital technology into the mathematics teaching in the Australian Curriculum. The research reported here involves the principal and five teachers from one school and is part of a larger study. Results indicated that principal-led ‘crucial conversations’ supported educational change that comprised not only curriculum change but also a transition from a pedagogy that draws on technology to a pedagogy in which technology is embedded.

Year2015
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://www.merga.net.au/documents/RP2015-34.pdf
Open accessOpen access
Publisher's version
Page range333 - 340
ISBN9781920846282
Research GroupSchool of Education
Place of publicationAustralia
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Diezmann, Carmel. (2008). Exceptional creators to the world of children: Investigating children's authors. The Journal of Creative Behavior. 42(1), pp. 1 - 12. https://doi.org/10.1002/j.2162-6057.2008.tb01077.x
Assessing primary students' knowledge of maps
Diezmann, Carmel and Lowrie, Tom. (2008). Assessing primary students' knowledge of maps. Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education. United States of America: International Group for the Psychology of Mathematics Education. pp. 1 - 8
Solving graphics problems: Student performance in junior grades
Lowrie, Tom and Diezmann, Carmel. (2007). Solving graphics problems: Student performance in junior grades. The Journal of Educational Research. 100(6), pp. 369 - 378. https://doi.org/10.3200/JOER.100.6.369-378
Multimedia resources to bridge the praxis gap: Modeling practice in elementary science education
Watters, Jim and Diezmann, Carmel. (2007). Multimedia resources to bridge the praxis gap: Modeling practice in elementary science education. Journal of Science Teacher Education. 18(3), pp. 349 - 375. https://doi.org/10.1007/s10972-007-9051-x
Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes
Lamb, Janeen, Cooper, Tom and Warren, Elizabeth. (2007). Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes. Mathematics Education Research Journal. 19(3), pp. 73 - 92. https://doi.org/10.1007/BF03217463
Teacher actions :Enhancing the learning of mental computation in Year 2
Heirdsfield, Anne and Lamb, Janeen Therese. (2006). Teacher actions :Enhancing the learning of mental computation in Year 2. In Jarmila Novotna, Hana Moraova and Magdalena Kratka (Ed.). Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Prague, Czech Republic: Atelier Guimaec, sro. pp. 281 - 288
Teacher Professional Development in Patterns and Algebra :Being Sensitive to a Teacher's Zone of Proximal Development
Lamb, Janeen Therese, Warren, Elizabeth Anne and Cooper, Tom. (2006). Teacher Professional Development in Patterns and Algebra :Being Sensitive to a Teacher's Zone of Proximal Development. In Peter Grootenboew, Robyn Zvenbrergen and Mohan Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 543 - 550
Investigating functional thinking in the elementary classroom: Foundations of early algebra reasoning
Warren, Elizabeth, Cooper, Tom and Lamb, Janeen. (2006). Investigating functional thinking in the elementary classroom: Foundations of early algebra reasoning. The Journal of Mathematical Behavior. 25(3), pp. 208 - 223. https://doi.org/10.1016/j.jmathb.2006.09.006
Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth
Heirdsfield, Ann and Lamb, Janeen. (2006). Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth. In P. L. Jeffery (Ed.). AARE 2006 International Education Research Conference Engaging Pedagogies. Melbourne, Australia: Australian Association for Research in Education. pp. 1 - 8
Mental Computation :The benefits of informed teacher instruction
Heirdsfield, Ann and Lamb, Janeen. (2005). Mental Computation :The benefits of informed teacher instruction. In P. Clarkson, A. Downton and D. Gronn (Ed.). Building connections: Research; theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia). Sydney, Australia: Mathematics Education Research Group of Australasia. pp. 419 - 426
Exceptional students in mathematics
Diezmann, Carmel, Faragher, Rhonda Muriel, Lowrie, Tom and Putt, Brenda BicknellIan. (2004). Exceptional students in mathematics. In In bB. Perry, G. Anthony and C. Diezmann (Ed.). Research in Mathematics Education in Australasia; 2000-2003 pp. 175 - 196 Post Pressed.
The impact of developing teacher conceptual knowledge of division
Booker, George and Lamb, Janeen Therese. (2004). The impact of developing teacher conceptual knowledge of division. In M. J. Hoines and A. B. Fuglestad (Ed.). Proceedings of the 28th Conference of the International group for the psychology of mathematics education. Bergen, Norway: Bergen University College. pp. 177 - 184
The role of operating premises and reasoning paths in upper elementary students' problem solving
Diezmann, Carmel. (2004). The role of operating premises and reasoning paths in upper elementary students' problem solving. The Journal of Mathematical Behavior. 23(1), pp. 63 - 73. https://doi.org/10.1016/j.jmathb.2003.12.004
Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation
Peers, Cheryl (Shelley) E., Diezmann, Carmel M. and Watters, James J.. (2003). Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation. Research in Science Education. 33(1), pp. 89 - 110. https://doi.org/10.1023/A:1023685113218
The impact of teachers' understanding of division on their students' knowledge of division
Lamb, Janeen Therese. (2003). The impact of teachers' understanding of division on their students' knowledge of division. In In B.A. Knight and W. Scott (Ed.). Learning Difficulties: Multiple Perspectives pp. 147 - 163 Pearson Education.
The collaboration of mathematically gifted students on challenging tasks
Diezmann, Carmel and Watters, Jim. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted. 25(1), pp. 7 - 31. https://doi.org/10.1177/016235320102500102